Improvement Of Higher Education Research Articles

Improvement of higher education: how to bridge the digital divide during the transformation?

Improvement of higher education: how to bridge the digital divide during the transformation?

Big data technology for teaching quality monitoring and improvement in higher education - joint K-means clustering algorithm and Apriori algorithm

With the development of big data technology, the field of monitoring and improving teaching quality in universities has ushered in new opportunities and challenges. Big data technology enables the capture and analysis of massive amounts of data generated during the teaching process, providing the possibility for a deeper understanding of teaching activities. However, how to extract useful information from these vast amounts of data and transform it into strategies for teaching improvement is a challenge. The research aims to propose a teaching quality monitoring and improvement method based on big data technology, which combines K-means clustering algorithm and association rule mining algorithm to improve the accuracy of teaching monitoring and the effectiveness of teaching improvement. In order to cope with these challenges, the study proposes a research method of big data technology based on joint K-mean clustering algorithm and association rule mining algorithm. The study first analyzes the teaching quality monitoring and evaluation indexes using the K-mean algorithm. Then the association rule mining algorithm is utilized to mine the data in the teaching quality monitoring indicators with association rules on the basis of the obtained cluster analysis. Finally, on the basis of association rule mining, the study constructs the assessment model of teaching quality monitoring indicators by utilizing the fused method. The outcomes revealed that the average of data analysis accuracy and the average of recall rate of the modeling method were 93.79 % and 91.95 %, respectively. Meanwhile, the evaluation time of the modeling method in the process of teaching quality monitoring data processing was 17.3 s, and the evaluation precision was 93.15 % respectively. Additionally, the process's overall confidence and enhancement are 95.01 % and 86.73 %, respectively, and the modeling method's performance is compared to other approaches. This shown that the approach may significantly boost the precision and effectiveness of monitoring the quality of instruction, as well as offer strong backing for the enhancement of instruction in higher education institutions.

Effect of Seminar on Teaching on the Performance of Teachers in Higher Education

Abstract Effective teaching in higher education depends on faculty development opportunities such as teaching seminars. This paper delves into how such seminars influence the teaching performance of higher education teachers. This study used a survey research design to examine the effect of Seminar on Teaching (SOT) on the teaching performance rating of randomly selected 172 faculty members of a higher education institution in the Philippines. Results of the t-test showed significant differences in the performance of the faculty members before and after attending the SOT, with an average teaching performance score of 1.5503 (equivalent rating of 80.67) before attending the SOT and 1.4965 (equivalent rating of 83.33) after attending the SOT. Overall, the findings showed that the seminar greatly helped the higher education institutions’ faculty members improve their teaching performance and that the seminar was effective among the faculty members, especially those newly hired or inexperienced in teaching. As educational institutions continue to prioritize the professional development of their faculty, understanding the impact of seminars on teaching has become crucial for fostering a culture of continuous improvement in higher education.

Kebijakan Publik Di Bidang Pendidikan Tinggi Dalam Kaitannya Dengan Penerapan Rekognisi Pengalaman Lampau (RPL)

Public policy in higher education is crucial in guiding the direction of learning in educational institutions. Recognition of Prior Learning (RPL) enables students to receive recognition for knowledge and skills acquired through non-formal experiences, accelerating learning, and providing fairness to those with relevant prior experiences. This research aims to analyze public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The study utilizes a qualitative method, prioritizing literature analysis as the source of data. Data is collected from scholarly works and relevant bibliographic references. Analysis is conducted inductively to gain a deep understanding, explore unique aspects, and generate hypotheses related to public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The findings indicate that public policy in higher education plays a crucial role in directing learning policies, including RPL implementation. However, the implementation of RPL still faces several challenges, including the need for clear frameworks, adequate resources, and ethical aspects in recognizing past learning. The importance of harmonizing RPL practices at the international level also remains a focus in achieving inclusive and relevant higher education goals. Thus, this research provides a better understanding of the complexity of RPL implementation and lays the groundwork for policy and practice improvements in higher education.

Embedding Artificial Intelligent Applications in Higher Educational Institutions to Improve Students’ Pronunciation Performance

This study investigates the integration of Elsa Speak, an Artificial Intelligence (AI) application, into higher education to enhance the pronunciation skills of English Foreign Language Learners (EFLL) at a Jordanian university. Grounded in a comprehensive literature review, this study adopts a mixed-methods approach, utilizing a pre-post-test-controlled group design with a sample of 12 students. The seven-week intervention employing Elsa Speak demonstrates a significant improvement in pronunciation skills, supported by statistical analyses and positive student perceptions gathered through questionnaires. The findings contribute to the broader discourse on AI in education, highlighting the practical impact of such applications on language learning, specifically pronunciation improvement in higher education. The study advocates the continued exploration and strategic integration of AI tools, such as Elsa Speak, into language education practices.

ICT mediated gamification in education degrees: A commitment to sustainability

This research explores the perception of university students of Degrees in Education towards gamification mediated by Information and Communication Technologies (ICT) as an innovative teaching strategy, aligned with the principles of educational quality of the UN Agenda 2030. A quantitative, descriptive, cross-sectional and inferential research has been carried out, based on the survey technique. The research was carried out using the population of students in the first year of the Degrees in Early Childhood, Primary and Social Education at the University of Jaén during the 2022-23 academic year (n=521). A questionnaire was used as a research tool. The data collected were analyzed using the SPSS programme, carrying out descriptive statistical analysis, comparison of means and regression analysis. The results reflect a positive receptiveness on the part of the students towards ICT-supported gamification, considering it fun and dynamic. This strategy is widely known by students, which favors its implementation in the university environment. Specifically, quiz games and classroom management games stand out as the best-known ICT-supported gamification strategies. However, students of the Degree in Primary Education show greater knowledge compared to those of Pre-school Education; likewise, those who plan to use gamification in their future professional practice express more favourable evaluations. Gamification is considered an active and innovative methodology being a key element for quality improvement in Higher Education.

Performance Management and Quality Assurance in Higher Education

This article proposes a framework to promote continuous quality improvement in higher education by bringing performance management and quality assurance together in a single approach. Blending the two systems eliminates the challenges of a two system approach. The study employed a quantitative methodology, with data collected by means of a closed-ended questionnaire administered to academic and administrative staff at four purposely selected public higher education institutions in Zimbabwe’s four major ethnic regions. The questionnaire drew insights from a framework developed by Silimperi et al. (2002) on essential elements for developing quality assurance systems. Fourteen elements were used to determine the possibility of blending the two systems. Of these, nine had a mean score of 4.0, three above 3.5 and two had a mean score of less than 3.5. These results indicate a high likelihood that the systems can be blended.

Factors of tacit knowledge acquisition and its mechanism of action on academic research performance: an empirical research from Chinese universities

PurposeThis study examines the relationship between higher education improvement and tacit knowledge importance. In this context, the scarcity of empirical and theoretical studies on acquiring tacit knowledge to enhance academic performance in higher education suggests that this research area holds significant importance for experts and policymakers. Consequently, this study aims to explore the factors that influence academic research performance at Chinese universities by acquiring tacit knowledge.Design/methodology/approachTo achieve the study aims, the current approach utilizes the research technique based on the socialization, externalization, internalization and combination (SECI) model and knowledge management (KM) theory. To analyze the study objective, the authors collected data from post-graduate students at Chinese universities and analyzed it using structural equation modeling (SEM) to test the model and hypotheses.FindingsThe results indicated that social interaction, internalization and self-motivation have a positive impact on academic research performance through the acquisition of tacit knowledge. Furthermore, the findings suggest that academic researchers can acquire more knowledge through social interaction than self-motivation, thereby advancing research progress.Originality/valueThis study addresses the critical issues surrounding the acquisition of tacit knowledge and presents a comprehensive framework and achievements that can contribute to achieving exceptional academic performance.

Flipped learning as a tool for generating academic improvements in higher education

Los avances en el campo de la tecnología y en ámbito educativo están generando una proliferación de métodos de enseñanza, cada vez más comunes hoy en día, entre los que se encuentra el flipped learning. El objetivo del presente estudio es analizar un contraste metodológico efectuado entre dos enfoques distintos (flipped learning y método expositivo tradicional) en estudiantes del Máster Universitario en Profesorado de Enseñanza Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas. El método de investigación aplicado en el presente estudio es un diseño cuasi-experimental fundamentado en una metodología cuantitativa, desarrollado para ello la prueba t de Student para muestras independientes, mediante grupo control y grupo experimental. La muestra está compuesta por 63 estudiantes universitarios de la Universidad de Granada. El instrumento utilizado es un cuestionario ad hoc, validado y fiable. Los resultados muestran que el flipped learning es mejor valorado por los estudiantes que el método expositivo para el aprendizaje de la elaboración de una unidad didáctica en todas las dimensiones de estudio, excepto en las relaciones entre estudiantes. Se puede concluir que el flipped learning, como enfoque didáctico para el aprendizaje de elaboración de unidades didácticas en futuros docentes resulta efectivo en relación al método de enseñanza tradicional. Asimismo, el flipped learning incide directamente sobre la motivación y las calificaciones de los estudiantes.

Research on the method of fine-tuning teaching quality improvement in higher education under digital empowerment

Abstract With the rapid development of information technology, digital technology is also continuously applied to the teaching of higher education, and colleges and universities more and more emphasize the application of intelligent teaching guidance systems. A feature-weighted Bayesian algorithm is constructed in this study by assigning different weights to each attribute depending on its influence on the Bayesian classification results. On this basis, combined with the error-reversing BP neural network algorithm, it realizes refined intelligent instruction and develops an intelligent instruction system for higher education based on the ternary model. The transaction success rate reaches 98% when the number of concurrent users is below 4000, and the transaction success rate is 90% at 8000, and the system has good stability. The average classification accuracy of FWNB algorithm in this paper is 84.95%, which is larger than SWNB and HCWNB, and the average classification time is 3.17s, which is smaller than SWNB and HCWNB. The FWNB classifier achieves high classification accuracy at a low computational cost. The system in this paper can better mobilize learners’ enthusiasm, drive learners to study diligently and inspire learners to improve their learning ability, which leads to improved teaching quality.

From EFL to ESL in the Eye of Saudi Vision 2030

Aims: Starting with the definitions of EFL and ESL, this paper aims to explore the transformation from teaching English as a foreign language to a second language in the context of Saudi Arabia to cope with the promising Saudi Vision 2030. At all levels, teaching in the Saudi context is inclined to be EFL teaching. However, English language proficiency has become an emergent need to determine the employment value in the competitive job market, nationally and internationally. Therefore, the transformation to ESL teaching is a focus nowadays for modulating the evolution of English Classroom Teaching in Saudi Arabia.
 Study Design: This study is a qualitative one that uses a semi-structured interview has been conducted at the participants' convenient time and venue. 
 Place and Duration of Study: The study has taken place at one of the languages Institute (ELI) at King Abdulaziz University, Jeddah, Saudi Arabia, during the second semester of the academic year 2021 – 2022.
 Methodology: The participants who took part in this study are six female English teachers, Saudis, and non-Saudis, holding Ph.D. and master's degrees in different fields of language teaching with teaching experience varying from 5 years to more than 10 years. 
 Results: The study sought to investigate the university English language teachers' beliefs about the transformation of teaching English from a foreign language to a second language in line with SAV 2030. Data analysis has brought a variety of issues considering the benefits of shifting from EFL teaching and learning to ESL, the obstacles related to such a transit, the challenges that may be encountered throughout the transition process, and the adaption readiness of all stakeholders, educational policymakers, teachers, and students. Looking at participants' responses to the research questions, it was found that they were in agreement with the transformation from EFL to ESL. The study's findings were categorized according to the responses to the four research questions.
 Conclusion: Since the declaration of VAS 2030, higher institutions in the kingdom have obliged their educational policies to an influential reformation that drives improvements in higher education to reach the successes intended by VAS 2030. The study results have provided substantial evidence that teaching the English language as an ESL rather than an EFL will conclusively add to Saudi English learners' skills and proficiency levels.

Stakeholder Engagement and Determination of Priority Strategies in Quality Improvement in Higher Education

Stakeholder management is vital to the project's success because the strategies, plans, methods and processes for stakeholders determine the success of implementing sustainable construction. This study aims to analyze the quality improvement of tertiary institutions in optimizing stakeholder involvement and determining quality improvement priority strategies. The research method used is qualitative, with the NVivo 12 application analysis. This research was conducted at the Pacific University (UNIPAS) Morotai. The study results show that through stakeholder involvement, Pacific University Morotai is committed to developing the potential of Morotai's human resources for the development and progress of the Morotai Island Regency area. As well as the proposed quality improvement priority strategy is also inseparable from the proposed derivative strategy in quality improvement within the Pacific University of Morotai itself. This derivative strategy can be effective, assuming the priority strategy can be implemented effectively.

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Analysis of the Potential Factors Affecting the Higher Education Quality using Soft Computing Technique

With the society's continual technological improvements and modernity, it is critical to stay up with the advancements in instructional tools. To address this, a comprehensive study was done to investigate the elements influencing the quality of higher education in accordance with contemporary educational systems. The study sought to uncover the precise elements that have a major influence on the progress and improvement of higher education. Soft computing approaches, such as fuzzy logic, were used to anticipate the influence of numerous criteria on higher education quality, such as teacher to student ratio, classroom atmosphere, learning materials, current tools, managerial efforts, and academic assistance. Changes in these elements can improve students' thinking and talents, resulting in a better society with more economic power. This work uses fuzzy logic system in order to found that by enhancing these elements, educational quality may be improved, resulting in high-quality instruction and a better society.

Course enhancement conversations: A holistic and collaborative evaluation approach to quality improvement in higher education

This practice article describes the use of collaborative evaluation for institutional improvement leading to continuous learning at a regional university in Australia. The University of Southern Queensland’s Academic Quality Framework (2019–2022) was developed in response to external drivers to improve practices relating to the comprehensive and systematic analysis of academic data. One aspect of the response was to introduce ‘course enhancement conversations’, which were a collaboration between the central Academic Quality Unit and academic staff, including course teams and learning and teaching leaders within schools and faculties. A feature of these conversations was the use of sentinel rather than performance indicators of course (not teaching) quality to prompt the holding of conversations. Conversations were conducted in a spirit of constructive collaboration, where the shared goal was to support course teams to deliver an outstanding student experience. Through adopting a collaborative approach to evaluation, Academic Quality Unit staff were evaluation champions who gradually acculturated academic staff and learning and teaching leaders to evaluative thinking and data-informed decision-making. Issues brought to light during these conversations have informed changes in practice at the university level, including the development of a new evaluation procedure to embed best-practice monitoring and evaluation across all levels of curriculum delivery.

IMPACT OF ONLINE EDUCATION AND ITS EFFECTIVE PRACTICE

With the help of qualitative content analysis approach, this study reviewed 45 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. All around the world, educational institutions are looking toward online learning platforms to continue with the process of educating students. The new normal now is a transformed concept of education with online learning at the core of this transformation. Today, digital learning has emerged as a necessary resource for students and schools all over the world. For many educational institutes, this is an entirely new way of education that they have had to adopt. Online learning is now applicable not just to learn academics but it also extends to learning extracurricular activities for students as well. In recent months, the demand for online learning has risen significantly, and it will continue doing so in the future.Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention. Keywords: online education, online teaching, online learning community, asynchronous learning, cognitive presence, social presence, teaching presence, online higher education.

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Personalised learning model for academic leveling and improvement in higher education

This study's innovative objective was to develop a personalised learning model to equate students' entry level knowledge as they entered the School of Medicine and Health Sciences at Tecnologico de Monterrey in Mexico in 2019. This was necessitated by a difference in the depth and approach to preparatory content. The methodology focused on adapting the learning process to the students' specific knowledge requirements in cell biology and chemistry courses to enrich knowledge and improve academic performance. We implemented a diagnostic test at the start of the course to determine the students' level of mastery in these subjects. The students were allowed to learn at their own pace and were expected to improve their low initial scores by constructing their learning paths. The professor served as an advisor. At the end of the course the students retook the exam to measured the difference between the diagnostic test results and the terminal level of knowledge. The research design was non-experimental, observing the phenomenon as it occurred in the natural context, using an interval-type scale (quantitative) questionnaire. The analysis of the learning model's results showed an increase in the students' knowledge and satisfaction and demonstrated the model's usefulness for understanding educational content. Implications for practice or policy: This study presents a personalised learning model that emulates adaptive learning and provides flexibility and autonomy to students for acquiring knowledge. The participating students self-assessed their entry level of knowledge in chemistry and biology via the online diagnostic test using Canvas, the learning management system (LMS) of Tecnologico de Monterrey. The ability to asking questions to the professors, in synchronous feedback sessions, was facilitated by the interactive communication platform, to enrich the learning experience.

Using Assessment to Increase Equity, Innovation, and Pedagogical Improvements in Higher Education

Using Assessment to Increase Equity, Innovation, and Pedagogical Improvements in Higher Education

PHILOSOPHICAL AND METHODOLOGICAL FUNDAMENTALS OF REFORMING HIGHER EDUCATION IN THE WORKS OF V. VERNADSKYI

The article deals with philosophical and methodological fundamentals of reforming higher education in the works of V. Vernadskyi in the early 20th century. It undoubtedly has the important ideological and methodological significance for directions and values of modern transformation of Ukrainian higher education in the era of mutual influence of globalization of educational space and reproduction of the original national educational tradition in the conditions of state-building. The aim of this article is to identify principles of reforming higher education in the scientific works of founder of the Ukrainian Academy of Sciences V. Vernadskyі. The tasks of this article are perform an analysis the philosophical and educational views V. Vernadskyi and explain their influence on the learning process in universities; to identify the relationship between the normative principles of higher education V. Vernadskyi and pedagogical and philosophical thoughts of other scientists for the formation of a global educational space. Research methods are structural-functional, socio-cultural and comparative approaches in their dialectical unity. Research results: V. Vernadskyі has been proved that the fundamental regulatory principles of improvement in higher education, according to the Ukrainian researchers, are: rationality, scientificity, democratization, humanization of education, spiritual and cultural learning of the world and lifelong learning in combination with the classical model of the university. It has been determined that during educational process in higher educational establishment, it is advisable to take constantly into account the results of the latest research in compliance with deep democratic foundations. Conclusion. The transformation of higher education in the work of V. Vernadskyi is closely connected with the general planetary tasks of the existence of future humanity. It is the processes of world life that play a global role for the entry of humanity into the noosphere, are reflected in the qualitative changes of higher education.